1.4 Explain how to manage risks and safeguard individuals when facilitating one-to-one learning and development

This guide will help you answer 1.4 Explain how to manage risks and safeguard individuals when facilitating one-to-one learning and development.

Managing risks and safeguarding individuals during one-to-one learning and development is crucial for teachers and trainers to promote safe, supportive environments. These processes aim to protect both the learner and the trainer from harm, disrespect, or vulnerabilities. Effective management also ensures trust and positive working relationships.

One-to-one interactions can present unique challenges compared to group settings. Teachers need clear strategies to reduce risks and ensure the mental, emotional, and physical safety of learners.

Identifying Risks

A risk is anything that could potentially harm the learner or the trainer. These include physical risks, emotional risks, and risks to professional boundaries.

Some common examples are:

• Accusations of inappropriate behaviour
• Physical injuries in practical tasks
• Emotional distress discussing sensitive topics
• Misunderstandings due to cultural differences or language barriers
• Loss of confidentiality of private information

Understanding these areas helps anticipate potential issues.

Creating a Safe and Professional Environment

Having a dedicated, professional environment reduces risks. Where possible, use professional settings like classrooms, offices, or virtual spaces approved by your organisation.

Key considerations:

• Visible Spaces: Choose locations with visibility. For example, rooms with glass panels or open doors reduce the risk of allegations.
• Appropriate Locations: Avoid private or isolated areas.
• Recording Attendance: Maintain accurate records of all sessions. Write notes including date, time, and topics discussed.

In virtual learning environments, ensure secure platforms are used, and recording tools can document sessions if needed. Recording protects both the trainer and learner.

Maintaining Professional Boundaries

Clear professional boundaries ensure respect and safety. These boundaries stop relationships from becoming too personal or unprofessional.

Some examples include:

• Address learners respectfully by their name or title. Avoid overly casual or personal language.
• Do not share personal information inappropriate to the setting.
• Use professional communication methods like email instead of private messaging apps.

Boundaries protect both you and the learner from complaints or misunderstandings.

Safeguarding Responsibilities

Safeguarding means protecting learners from harm, abuse, or neglect. As a teacher or trainer, you have a duty of care to act if you suspect a learner is at risk.

Key safeguarding points:

• Report any concerns to your Designated Safeguarding Lead (DSL).
• Familiarise yourself with your organisation’s safeguarding policies and procedures.
• Recognise signs of abuse, neglect, or exploitation.
• Promote a zero-tolerance attitude towards bullying, discrimination, or harassment.
• Always remain calm and supportive if a learner discloses personal issues.

Remember, safeguarding applies to emotional and mental health too. Be alert to signs of stress, anxiety, or depression.

Supporting Confidentiality

Confidentiality builds trust. Learners need to feel safe sharing concerns during one-to-one sessions. However, confidentiality has limits, particularly in safeguarding.

Key aspects:

• Do not share learners’ personal information without their permission, unless related to safeguarding.
• Follow data protection laws such as the Data Protection Act 2018.
• Securely store any notes, records, or files related to learners. Use organisation-approved systems or secure hard copies.
• If information must be shared, explain the process to the learner first.

Balancing transparency with confidentiality is an important skill.

Promoting Equality and Diversity

Creating inclusive one-to-one sessions supports equality and diversity. A learner’s background, ability, or circumstances should not limit their experience.

Strategies include:

• Avoiding bias when planning your session’s content or resources
• Adapting materials to suit the learner’s needs, for example, offering accessible text for someone with visual impairments
• Encouraging open discussions where learners feel valued regardless of their culture, gender, or abilities

Discriminatory language or behaviour should never occur. Report this immediately according to organisational policies.

Managing Emotional Wellbeing

Learning new topics or confronting challenges during one-to-one development may cause stress. Teachers play a role in supporting emotional resilience.

Ways to support learners:

• Be approachable. Create a positive, open communication style.
• Encourage self-reflection and celebrate achievements.
• Be patient and adjust the pace to prevent overwhelming the learner.
• Understand external factors that might influence their focus, like personal issues or work-related stress.

If emotional wellbeing becomes a significant concern, refer the learner to counselling or support services available within your organisation.

Handling Physical Risks

Certain one-to-one sessions, particularly in practical or technical subjects, can involve physical risks. These should always be minimised.

Steps to reduce risks:

1. Carry out risk assessments for practical activities. Identify hazards and how to control them.
2. Provide clear instructions for activities.
3. Use Personal Protective Equipment (PPE) where necessary, for example, gloves, goggles, or aprons if working in science, engineering, or art environments.
4. Ensure emergency procedures like first aid responses are understood.

Accidents or incidents must always be documented and reported.

Responding to Disclosures

A learner might share sensitive, private information during a one-to-one session. How you respond to disclosures of abuse or mental health concerns is critical.

Steps to take:

• Listen without judgement or interruption.
• Take them seriously but remain neutral. Avoid expressing shock or disbelief.
• Avoid making promises about keeping the information secret. Safeguarding rules mean you may need to escalate concerns.
• Reassure the learner that action will focus on their safety.
• Confidentially report the disclosure through your organisation’s official channels.

Never investigate the situation yourself—always follow organisational procedures.

Providing Training on Digital Safety

If one-to-one learning happens online, digital safety is a risk area. Using secure, recognised platforms ensures learners feel safe.

Key practices:

• Use password-protected platforms to avoid unwanted interruptions.
• Encourage learners to join in private, distraction-free settings.
• Block recording or sharing features on certain platforms unless pre-approved by the organisation.
• Never share personal contact details—keep communication within professional boundaries.

Cyber threats such as phishing emails or scams may harm learners’ privacy online. Teach them internet safety practices when appropriate.

Planning Ahead

Proactive planning reduces risks significantly. Organise one-to-one sessions so you know what happens throughout.

Planning tips:

• Have a session structure with clear goals and activities.
• Allow flexibility for learners to share concerns or suggest changes.
• Keep materials ready and tested, particularly for virtual learning.
• Check that safety measures are available, from first aid kits to emergency exits.

Structured but adaptable plans prepare everyone for safe, successful sessions.

Recognising Trainer Responsibilities

Finally, trainers need regular reflection on how well they manage risks and safeguard learners. Ask yourself:

• Have I updated my knowledge of safeguarding policies?
• When was my last risk assessment or training session on safeguarding?
• Am I confident reporting concerns effectively?
• Do I feel fully supported by my organisation?

Ongoing professional development keeps skills sharp and ensures learners remain protected.

Managing risks and safeguarding individuals in one-to-one learning is an active responsibility requiring skill and awareness. It provides a foundation of trust and safety that helps learners thrive. By avoiding harm, respecting boundaries, and responding appropriately to concerns, you can deliver quality, meaningful sessions.